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15.968 The Sociology of Strategy (MIT)
This seminar provides an introduction to scholarship in a growing research community: the sociologists and sociologically-inclined organization theorists who study issues that relate, at least in a broad sense, to the interdisciplinary field of inquiry that is known as "strategy" or "strategic management" research. The course is not designed to survey the field of strategy. Rather, the focus is on getting a closer understanding of the recent work by sociologists and sociologically-oriented organ
Author(s): Zuckerman, Ezra

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Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative C

Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions) and is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

Every effort has been made to trace all copyright owners, but if any has been inadvertently overlooked, the p
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Learning outcomes

After studying this course, you should be able to:

  • read data presented in tables

  • use scientific notation to express both large and small quantities

  • appreciate why chemists use different models to represent molecules

  • identify the number and type(s) of atom present in a molecule from its chemical formula

  • identify the reactants and products of a reaction in a chemical equation.


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I3-6 A Job in Costa Rica / Un trabajo en Costa Rica
Learn the sixth rule of when to use the subjunctive and lots of vocabulary such as "Cuando empiezas?" and "He oido que hay playas fabulosas.". Aprende mucho vocabulario como "When do you start?" y "I’ve heard that they have fabulous beaches.".
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7.6.4 Evaluate the effectiveness of your strategy

Using the records in your Skills File, look back over your number skills development work and think about how your decisions, and the facilities and constraints of your working environment influenced the way you tackled the task. How effective was your strategy in improving your skills? Identify what was and was not helpful in achieving your goals and outcomes, and assess how your own strengths and weaknesses contributed to this.

Evaluate your achievements against the criteria you estab
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1.3.4 Sense of timelessness

In Sabom’s study, everyone described their near-death experience as if it had occurred in a timeless dimension: people were unable to make any judgement about how long the experience lasted. ‘There was no measurement of time. I don’t know if it was a minute or five or ten hours’, commented one.


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1.3.1 Reactions to near-death experiences

A number of people have claimed that they have been at death’s door and can recall some of the sensations. Attempts to speak about near-death experiences (a term used to describe the extra-ordinary experiences some people have when close to death or when deeply unconscious) can meet with incomprehension, fear and hostility from friends as well as medical experts and researchers, many of whom refute the existence of near-death experiences. As Toates (1999, p. 1) says:

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3: The five giants

At this point let us examine the idea of the ‘five giants’ (Want, Ignorance, Disease, Squalor and Idleness). Beveridge, remember, was not just writing about income protection; he had a vision of social reconstruction and social progress. The five giants represented the key areas of need for all of us – the areas where we should pool resources to tackle our needs collectively (see the box below).

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5.1 Pollution and loss of biodiversity

Unfortunately, halting the disappearance of species cannot be achieved simply by measures such as putting fences around special habitats and asking people not to pick the flowers or disturb the breeding birds. Many species are vanishing because of pollution. You probably have a good understanding of the meaning of this term, but it is variously defined. The Open University has a course on environmental control and public health, in which pollution is defined as the introduction into th
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Lesson 03 - One Minute Romanian
In lesson 3 of One Minute Romanian you will learn to say that you can speak a little Romanian. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Romanian at our website - http://www.oneminutelanguages.com. One Minute Romanian is brought to you by the Radio Lingua Network and is ©Copyright 2008.Author(s): No creator set

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Free Speech: Ten Principles for a Connected World
In this keynote lecture, leading political writer Timothy Garton Ash will present his ten guiding principles for a connected world, and offer a manifesto for global free speech in the digital age. Drawing on a lifetime of writing about dictatorships and dissidents, Oxford Professor of European Studies Timothy Garton Ash will argue that we are currently experiencing an unprecedented era in human history for freedom of expression. If we have internet access, any one of us can publish almost anyth
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Cómo se hace un trabajo de investigación: Curso cero de diseño y elaboración de un trabajo de in
La finalidad del presente proyecto era ilustrar de manera práctica y pedagógica, a través de un formato breve y audiovisual, los conocimientos fundamentales y competencias mínimas que el estudiante debe saber antes de realizar de un trabajo de investigación de carácter científico. Este objetivo ha sido plasmado mediante la realización de 7 videotutoriales, vídeos que en 1 hora y 15 minutos exponen las principales pautas para la realización exitosa de un trabajo de investigación inicia
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Rights not set

7 Citizenship as ‘participation in social life’

If ‘citizenship, as social practice, is manifested by direct or indirect participation in public life, by both individuals and groups’ (Kastoryano, 2002, p. 143), then opportunities for asylum seekers and refugees to participate is crucial. Young unaccompanied asylum seekers in Milton Keynes (not one of the government's ‘cluster areas’) were very clear about what participation meant for them: ‘secure housing, full-time education, special language training, friends and community s
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1.4.1 Discourse involves work

If discourse is doing something rather than doing nothing, what kinds of things are being done? We can see that Diana's account in Extract 1, like all accounts, constructs a version of social reality. When we talk we have open to us multiple possibilities for characterizing ourselves and events. Indeed, there are many ways Diana could have answered Bashir's first question in the extract above. Any one description competes with a range of alternatives and indeed some of these alternativ
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ResponseWare tutor guide 2016
ResponseWare tutor guide 2016 - Adam Warren Keywords:UNSPECIFIED
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Rectangles with Rikki Rectangle | English Voice
In this interactive activity students identify two-dimensional shapes by attribute (size, shape, number of sides, vertices).

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5.4 The pursuit of legitimacy

Social institutions affect which actions are seen as legitimate. As we make decisions in organisations it is common to be concerned not just with economic outcomes but also with ‘legitimacy ’: ‘How will this decision be seen by X ’?; ‘Does this fit the way things are done around here?’; ‘What would happen if the press got hold of this?’; and so on.

Some of this can be quite unconscious; the conceptual frameworks and notions of cause and effect that are available to decis
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Building Applications with Flash Catalyst
Join Adam Cath and Mark Shepherd to find out how to build next-generation user experiences quickly and without coding using Flash Catalyst (formerly code named "Thermo").
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7.3 Summary of Part F

The constitutional dimension of the EU has been continuously developing. It is influenced by changes both in the membership of the EU and by a desire to develop and strengthen the EU. Part of this development is reflected in the negotiations towards the adoption of a new EU constitution. This part of the course has given you the opportunity to appreciate the complexity of this process. Whether the proposed new EU constitution merely consolidates existing legal provisions or whether it brings
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2 What should dialogue with the public aim to achieve?

The publication Public Dialogue on Science and Technology, published in 2002 by the Parliamentary Office of Science and Technology (POST), states:

Proponents put forward two basic arguments in favour of dialogue. The first is that traditional consultation tends to be unattractive to many people and draws only on ‘predictable’ sources. They argue that dialogue can provide new opportunities for people who
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